The use of cognitive and metacognitive strategies in collaborative strategic reading for comprehension an investigation among first year students in felte ulis

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER THE USE OF COGNITIVE AND METACOGNITIVE STRATEGIES IN COLLABORATIVE STRATEGIC READING FOR COMPREHENSION: AN INVESTIGATION AMONG FIRST-YEAR STUDENTS IN FELTE, ULIS Supervisor: Phạm Hoàng Long Biên (M.A) Student: Nguyễn Thanh Hoa Course: QH2011.F1.E2 Hanoi – 2015 i ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP CHIẾN THUẬT NHẬN THỨC VÀ SIÊU NHẬN THỨC TRONG HOẠT ĐỘNG HỢP TÁC ĐỌC HIỂU: MỘT NGHIÊN CỨU VỀ SINH VIÊN NĂM NHẤT KHOA SƯ PHẠM TIẾNG ANH, TRƯỜNG ĐẠI HỌC NGOẠI NGỮ-ĐẠI HỌC QUỐC GIA HÀ NỘI Giáo viên hướng dẫn: Thạc sĩ Phạm Hồng Long Biên Sinh viên: Nguyễn Thanh Hoa Khóa: QH2011.F1.E2 HÀ NỘI – 2015 ii Signature of Approval: Supervisor: iii ACCEPTANCE PAGE I hereby state that I: Nguyễn Thanh Hoa (QH2011.F1.E2), being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the University relating to the retention and use of Bachelor‘s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date May 6, 2015 iv ACKNOWLEDGEMENT In completion of this thesis, I would like to express deepest gratitude to my supervisor, Mrs Phạm Hoàng Long Biên (M.A) for her experienced guidance, valuable comments and enthusiastic advice throughout my work My sincere thanks should go for all the lectures at University of Languages and International Studies, Vietnam National University-Hanoi for their knowledge, experience and enthusiasm in lectures during my years at the university My deeply thank should go to Mr Nguyễn Chí Đức (Ph.D candidate) – lecture of Faculty of English Language Teacher Education, ULIS, VNU for his valuable sharing and advice I am grateful to the first-year students in Faculty of English Language Teacher Education for their enthusiastic and responsible participation, who spent their valuable time to answer the questionnaire and take part in the observation This completion of this study would not be possible without the encouragement and support of my family and my friends v ABSTRACT Cognitive and metacognitive strategies are often claimed to have significant influence on learner‘s language learning process, especially reading comprehension The effect is also the same with collaborative strategic reading Recognizing the stunning effect of these strategies on reading comprehension, the author would like to investigate the current use of cognitive and metacognitive strategies in collaborative strategic reading for comprehension This research mainly figures out the frequency in the use of cognitive and metacognitive strategies in collaborative strategic reading and the effect(s) of those strategies on comprehension First-year students in FELTE, ULIS are chosen to take part in this research After completing a questionnaire about their language learning strategies, six students are selected for observation One student which has high tendency in using cognitive strategies partners with one with high frequency in using metacognitive strategies Together, they accomplish a reading task with seven reading comprehension questions The result reveals that (1) cognitive strategies tend to be used more often than the metacognitive strategies and the most widely-used strategies is highlighting; and (2) student‘s comprehension of the reading task is good and there is a change in their strategy use during the reading collaboration Discussion and implication of the research are also included in this research vi TABLE OF CONTENTS ACKNOWLEDGEMENT v ABSTRACT vi TABLE OF CONTENTS vii LIST OF TABLE AND ABBREVIATIONS x CHAPTER I: INTRODUCTION 11 Statement of the problem and rationale for the study 11 Aims and objectives 12 Significance of the study 13 Scope of the study 13 Organization 14 CHAPTER 2: LITERATURE REVIEW 15 Language learning strategies (LLS) 15 1.1 Definition 15 1.2 Classification 16 Definition of the key terms 17 2.1 Cognitive strategies 17 2.2 Metacognitive strategies 17 2.3 Collaborative strategic reading 17 Cognitive strategies and metacognitive strategies 18 3.1 Cognitive strategies 18 3.2 Metacognitive strategies 19 3.3 Relationship between cognitive and metacognitive strategies 20 vii Collaborative strategic reading (CSR) 20 Previous studies 22 CHAPTER 3: METHODOLOGY 24 Context of the study: The curriculum of FELTE, ULIS 24 Selection of subjects 24 Research instruments 25 Procedures of data collection 30 Procedures of data analysis 31 CHAPTER 4: FINDINGS AND DISCUSSION 32 Data analysis 32 1.1 Data analysis of observation 32 1.1.2 Pair 33 1.1.3 Pair 34 1.2 Data analysis of reading task 36 1.2.1 Pair 36 1.2.2 Pair 37 Findings 40 2.1 Research question 40 2.2 Research question 41 Discussion 42 3.1 The frequency in use of cognitive and metacognitive strategies during the time students cooperate and the reading task 42 viii 3.2 The effect of cognitive and metacognitive strategies in collaborative strategic reading for comprehension 44 CHAPTER 5: CONCLUSION 47 Summary of the findings 47 Implications of the findings 48 Limitation of the study 49 Suggestions for further study 50 REFERENCES 51 APPENDICES 55 APPENDIX 55 APPENDIX 58 APPENDIX 62 APPENDIX 63 ix LIST OF TABLE AND ABBREVIATIONS LIST OF TABLE Table 1: The frequency in use of cognitive and metacognitive strategies 41 LIST OF ABBREVIATIONS CSR Collaborative Strategic Reading EFL English as Foreign Language FELTE Faculty of English Language Teacher Education LLS Language learning strategies SILL Strategy Inventory for Language Learning ULIS University of Languages and International Studies VNU Vietnam National University x Parents who allow their children to have cell phones feel secure that they too can contact their sons and daughters at a moment‘s notice Many parents also feel relieved to know that their children have easy access to them and to emergency personnel if needed For instance, a cell phone is especially convenient for kids who participate in after school activities such as sports or clubs If the activity ends early or late, or has been canceled, kids can call their parents to let them know about the changes Kids can also call their parents to ask for permission should last-minute changes in their plans occur Some parents even use their children‘s cell phones as tracking devices that allow them to identify their child‘s location at any time which would certainly come in handy in the event of a kidnapping or lost child From a parent‘s perspective, these are all good reasons to supply our children with cell phones However, the convenience that cell phones offer us must be judged against the hazards they pose to all people and especially the cell phone user The remainder of this chapter reviews the downsides of child cell phone use and provides recommendations for parents to consider Text Messaging When a voice conversation is overkill, too embarrassing (such as in, I don‘t want to say ―Hi Mom‖ in front of my friends), or just not convenient, text messaging (also known as texting) really comes in handy Texting is the ―killer app‖ these days which has eclipsed e-mail communication now considered among kids as ―old school.‖ Even many parents admit that it is one of the best ways to check up on their kids, remind them of important events, or quickly communicate a change in plans So what parents, educators, and other care takers need to know about the potential risks with text messages? 59 First, texting is a primary method for communicating harassment (sự quấy rối) or intimidation (sự đe dọa) as part of an overall cyberbullying strategy For instance, some estimate that more than one in every eight children has been bullied by email or text message Some it directly although others are more creative For example, a child will borrow another child‘s cell phone (this child is actually the target of cyberbullying) and then use that phone to cyberbully a third student The receiver of the text messages may then retaliate (trả thù) against the student who owns the cell phone, just as the first student planned Another way that devious (láu cá) kids cyberbully by texting is that they will borrow their victims‘ phone to text their own cell phone The text message comes with the targets phone number which is now used to launch a relentless barrage of text message attacks from one or more other students Have you heard of text-related injuries? The problem stems from logging in lots of miles on those tiny cell phone keypads Literally, hundreds of billions of text messges are sent from around the world every year One girl, Morgan Pozgar, entered a text messaging competition and said that she trained by sending on average 8,000 text messages a month to her friends – an astonishing rate of one every five and a half minutes You see, to text, people tend to hold cell phones in their fingers and press the tiny keys with their thumbs This reverses the computer keyboard position, where clumsy thumbs are relegated to the space bar and let fingers the typing This can lead to Repetitive Stress Syndrom (RSI), the symptoms of which include pain and immobility in the joints, nerves and muscles from the fingers to the neck RSI is caused by repetitive movements and fatigue resulting from natural stresses and strains on the body Although controversial, yet another possible risk of text messaging is how it may contribute to increasingly poor spelling and writing skills in youth Because texting uses intentionally misspelled words, nonstandard abbreviations, letter substitutions, and little or no punctuation, some educators believe that it 60 encourages poor literacy and a blunt, choppy style at odds with academic rigor Yet, others say that texting is simply a new form of literacy This all remains to be seen Reference of the text: Sabella, R.A (2010) Cellphones, texting and cell phone distractions Retrieved March 31, 2015, from http://www.education.com/reference/article/cellphones-texting-cell-phone-distraction/ 61 APPENDIX 3: HƯỚNG DẪN LÀM BÀI Các em đọc đoạn text trả lời câu hỏi đoạn text Trong suốt tồn q trình, hai em hoàn thành câu hỏi, tương tác, bàn luận với Tiếng Anh Nội dung thu âm để phục vụ cho mục đích nghiên cứu Dưới số điều cần lưu ý em làm bài: Chỉ sử dụng, giao tiếp với tiếng Anh Trước đọc: Các em nên bàn bạc với để có kế hoạch (VD: phân chia cơng việc, v.v ), xác định chiến thuật trình làm (VD: đọc qua nhiệm vụ hay tập trung làm câu luôn, v.v…) xác định mục tiêu cụ thể dành cho câu hỏi cần trả lời Trong đọc trả lời câu hỏi: Hai bạn cố gắng tạo tương tác với nhiều Sau hồn thành câu hỏi: Hai bạn tự đánh giá xem phần trả lời câu hỏi ổn hay chưa 62 APPENDIX 4: OBSERVATION TRANSCRIPT PAIR There are two students in this recording: student (S1) and student (S2) S1: Cell phones, texting and cell phone distractions First question, list one example to prove that cellphones are convenient to kids S2: To kids? Let‘s see S1: I think we should skim the text first Let‘s see what is it about S2: Maybe it‘s in here Maybe the main idea is in first sentence or in final sentence S1: Let‘s read the first paragraph S2: So maybe the first sentence here Ok? S1: Ok S2: (underline the answer they found in the reading text) OK Maybe we highlight this one S1: What is this word? S2: I think this word (hazards) is the same meaning with ―difficulty‖ So what you think about the main idea of this paragraph S1: I think the main idea of paragraph is how parents react about the using of cell phones of their children I think so S2: I agree with you but from my viewpoint, I think maybe the meaning is the same to you but I think it is about many advantages from parents‘ perspective to give their children use cell phones S1: So this is my opinion, I summarize this paragraph like ―Cell phone is convenient with both parents and children in communication with each other S2: What you think about the last sentence? 63 S1: Maybe it is another point The last sentence is ―The remainder of this chapter reviews the downsides of child cell phone use and provides recommendations for parents to consider‖ I think we don‘t need focus on this sentence S2: Yes, because it‘s the beginning of next paragraph S1: So now we will summarize this paragraph like ―Cell phone is convenient with both parents and children to communicate with each other in some situations such as …‖ S2: I think we shouldn‘t go into details S1: ―… such as study, ― S2: ―… outside activities‖ OK S1: dangerous situations We can write like ―emergency personnel‖ S2: Two sentences? It‘s not enough S1: Yes, this sentence is quite short S2: OK Question S1: Use fact to show one of the disadvantages of child cell phone use Use facts, it means giving example We will read the next paragraph (reading the text) S2: Maybe the answer for question is here It is a fact for this disadvantage S1: We use the example harassment and intimidation S2: Let‘s highlight this one S1: Yes, the first example is here: Some estimate that more than one in every eight children has been bullied by e-mail or text messages Do you agree? That‘s the fact about how harassment texting caused And the next fact I think it‘s about the intimidation Let‘s take this example Underline this example S2: ―A child will borrow another child‘s cell phone …‖ S1: Let‘s underline this sentence ―A child will borrow … student planned‖ I think it‘s another example 64 S2: I think it‘s enough for question S1: Do you find another fact? S2: ―Another way that ….cell phone‖ S1: Yes, let‘s underline this I think it‘s enough for question 3, let‘s move to question S2: Explain the meaning of the phrase ―stem from‖? S1: Where is this? Ah here, in the next paragraph Do you know the meaning? S2: I don‘t know but I guess the meaning Maybe ―originate from‖ S1: Yes, exactly, I know S2: Firstly, I see the preposition ―from‖ so I think it means ―original‖ S1: I think the meaning makes sense Next question The same paragraph Injury caused by texting Let‘s see S2: Yes, I agree with you S1: Let‘s underline this S2: It‘s the real example in life S1: ―One girl, … minutes‖ It‘s crazy It definitely causes injury Not good S2: So I don‘t spend too much time on bringing cell phone S1: Turn to next question S2: So I think it‘s a short summary of the whole Oh, only texting S1: Let‘s see the first part It‘s about the cause S2: I think first we need an opening sentence Text messaging has many convenient features helping children a lot; however; there are some serious harm S1: We have four sentences for body part ―Firstly, it‘s a primary method for communicating harassment or intimidation which students use to cyberbully the other kids‖ 65 S2: I think ―Besides, it can cause…‖ S1: No, it‘s not ―besides‖ We talk about different things we use ―besides‖ We use ―moreover‖ ―It can cause text-related injuries causing paint in the joints, nerves and muscles from the finger to the neck S2: Maybe we have sentence for the closing S1: Closing sentence? S2: We should read the last paragraph ―We shouldn‘t abuse text messaging to avoid the harm Right? S1: OK So the next question Making a judgement about the use of cell phone by child Give me your opinion So what you think about this paragraph? S2: I think cell phone‘s quite good in many aspect of life It makes me more convenient and comfortable to communicate with family or friends or other people I think it‘s the same for the child because child also needs a method to communicate each other So what you think? S1: Yes I agree that cell phone and texting has many convenient things to child such as contacting with their parents in bad situations or emergency But I don‘t really children to use cell phone regularly S2: Nowadays I see many children use cell phone too much times S1: I think they shouldn‘t be allowed to use cell phone They‘re too young I think the age to allow them to use cell phone is from 13 to 15 They‘re grown up enough to know what is good or bad thing S2: So I think it doesn‘t depend on the age of using cell phone It depends on the use of cell phone Children need the knowledge using cell phone from parents or adults around them S1: So we make simple judgment like cell phone is good for life S2: Cell phone has both merits and demerits in life S1: Parents should decide to give their children to use cell phone S2: What you think about our work today? 66 S1: We‘re fine Good strategy We this quite fast S2: And maybe I think all the answers are correct S1: And the text is not so difficult to read S2: Yes, I agree with you I‘m looking forward to working with you again S1: Me too PAIR There are two students in this recording: student (S3) and student (S4) S3: I think we should look through questions first S4: Yes I think we should look through questions then read the text S3: We should finish questions when we read or when we finish reading? S4: I think first we should look through all the text to understand the structure and content Then we read again carefully to answer each question S3: Do you finish? S4: Yes First question S3: ―For instance,… clubs‖ One example is enough S4: OK So move to question Summarize the second paragraph in sentences S3: The main idea is about advantages S4: The second paragraph is here or here? I think it‘s here Let‘s read it carefully I think the second paragraph is about the benefits/ advantages of cell phone on kids S3: I think it‘s about how cell phone allows parents to keep track of their children 67 S4: Keep track? You mean ―control‖? No no I don‘t think so In the first part of the paragraph, they mention the advantages and the rest is disadvantages S3: Thanks to cell phone, parents can control their children after school At any time S4: Parents can take notice of their children at any time However, cell phone should be judged … S3: Judged against the hazards they pose to all people and especially cell phone user Oh and this paragraph is not about the disadvantages S4: Yes it‘s the opening of the next paragraph S3: Ok question I think it‘s part S4: This sentence? ―One girl…‖ S3: I don‘t think it‘s disadvantage How about this sentence? S4: We need to highlight this Ok question Do you know this term? S3: I think we should read the sentence and find the context to guess S4: I think it‘s the same meaning with ―come from‖ I read the whole sentence and try to guess S3: It tells the cause of problem, it shows the root of problem Question Evidences it means example S4: Yes it proves the injury that might be caused by texting What you think? S3: Injury here is RSI So it‘s the same with question 3? I think we should change the answer of question S4: I think we needn‘t We can find other evidences Maybe we can think later Move to next question Write a short paragraph S3: We need to read the disadvantages of texting message I think we should take a look of the text S4: Texting is harassment, takes too much time 68 S3: Let‘s back to question ―Texting allows children to communicate harassment or intimidation It means they expose to harmful harassment S4: About sentences I think we should find disadvantages It‘s quite difficult to understand so I think we should use our own ideas to write S3: In this situation, children can borrow the cell phone of others to bother another S4: It‘s hard to express S3: In the passage, it mentions methods for communicating harassment The first disadvantage is to allow children to expose harmful information S4: I think the most important is that it takes much of time S3: So now we will write ―Besides great advantages, texting message also has its own downsides Firstly, texting message is the way for children communicating harassment and intimidation‖ What you think? S4: ―Children may become the victims of cyberbullying strategy‖ S3: And we can use this sentence to support this idea S4: For instance, some estimate that more than one in every eight children has been bullied by email or text message S3: The sentence ―The receiver ‖ supports for this idea We will use our own idea The second one is that text message takes students much time S4: I think it‘s the main idea ― Instead, they can spend time on studying or relaxing‖ S3: For disadvantages, parents should consider carefully before allowing their children to use cell phone to text messages Last question What you think? S4: I think children shouldn‘t be allowed to use cell phone because cell phone brings a lot of disadvantages for children For example, it can harm their health or they spend much of their time to stick their eyes on cell phone 69 S3: To some extent, I agree with you but we should follow the development of society Cell phone allow people to communicate faster in a convenient way Besides, parents can also control, track up their children S4: I see your point but are you sure that parents can control their children using cell phone all the time? I know that my brother has cell phone and I think he spends much time on using cell phone He brings it to school and any where So I think it‘s not good S3: But we should make our life become more easier S4: But to kids, it is really good? S3: Nowadays, many services (Viettel) to support for study and control the children S4: I think parents should be aware of advantages and disadvantages before allowing children to use cell phone What you think about the questions? S3: Think over all the questions, in part I have some difficulty to understand, especially paragraph of this part S4: I think we don‘t finish the task well as we expected S3: Maybe this task requires extensive understanding S4: And I think it‘s hard for us to summarize and write a short paragraph PAIR There are two students in this recording: student (S5) and student (S6) S5: I read the question first S6: I will read the text first S5: The text is quite long so I think you should read the questions first Let‘s find the answer for each question Question 70 S6: I think it‘s here ―For children and teenagers, ‖ (highlight the sentence) Question S5: What does the word ―hazard‖ mean? S6: I don‘t know S5: What you think? S6: The paragraph is about advantages so we should summary the advantages The first sentence can be ―Nowadays, cell phone brings kids and their parents many benefits such as asking permission or calling to inform the changes‖ S5: The second sentence is ―However, parents should consider carefully whether they should allow their children to use cell phone or not‖ S6: Question is OK Move on question S5: The fact in the text or in our real life? S6: I think it‘s in the text S5: The disadvantage is that ―texting is a primary method cyperbullying strategy.‖ S6: ―For instance, text message‖ Question Where is ―stem from‖? S5: Here So we have to read all the paragraph to understand it? S6: No Read some sentences (reading) S6: I think it‘s ―come from‖, the result S5: The reason This sentence shows the cause S6: I think it means ―come from‖ S5: I think it‘s OK Question S6: Evidence S5: Maybe this sentence 71 S6: Let‘s highlight this S5: You think it‘s right? S6: Let me see I think it‘s this sentence ―people tend to hold cell phones thumbs‖ and ―This can lead to the neck‖ S5: OK the next question S6: Write a short paragraph to describe the harm of texting message to children Just the harm First sentence we can introduce the benefit cell phone can bring to children S5: ―Cell phone makes our life easier, however, it also brings many disadvantages‖ S6: ―The first downside is ‖ S5: ― communicating harassment or intimidation‖ About sentences, so the topic sentence and two sentences about the disadvantages of cell phone and two supporting sentences How can we support first idea? S6: ―For example, ‖ How can we translate this word (dọa nạt) into English? We can write very simple ―Many children can be threatened by email or text messages S5: ―Another drawback, cell phone can cause injury.‖ S6: How can we support? S5: ―When typing, our nerves and muscles, ‖ Oh sorry we cannot write that S6: ―If people use cell phone in their fingers and press the tiny keys with their thumbs, ‖ S5: ― they can be badly affected‖ How many sentences we have? S6: I think it‘s enough Next question S5: You think the use of cell phone by child is good or bad? I think it‘s good because cell phone brings many advantages such as children can call their parents to inform about their changes and get parents‘ permission as well as communicate with their friends, parents and relatives What is your opinion? 72 S6: Yes beside the advantages of cell phone, I think it has some downsides in our life such as causing injury And in this sentence, they have some examples that when children use cell phone, they can harm themselves Cell phone have both advantages and disadvantages What you think about children should use cell phone or not? S5: I don‘t know If I have a child, I would let my child use cell phone because it‘s very convenient for me S6: But you don‘t think about the disadvantages? S5: I will my best to prevent the disadvantages that cell phone brings S6: Yes, maybe I will like you, I will limit the time they use the cell phone and teach they how to use the cell phone in the right way S5: How you think about our work? S6: We cooperated effectively S5: And I‘m very satisfied about our work S6: Me too 73 ... between the use of cognitive, metacognitive strategies and the reading test performance The result of this one shows a weak influence of cognitive and metacognitive strategies on reading comprehension. .. Planning for a language task  Arranging and planning their learning  Metacognitive strategies To make sure the meaning of the phrase Using resources for receiving and ―stem from‖, after guessing,... from the time two students work together and the reading task 3.2 The effect of cognitive and metacognitive strategies in collaborative strategic reading for comprehension Those strategies bring